The advancement of information technologies has contributed to shaping a different vision of the life of society as a whole. In the age of digitalisation, society faces various changes in communication, as well as in everyday life. In the context of pre-school education and upbringing, the use of technology is on the rise for the purposes of implementing numerous educational activities. Communication with parents, monitoring the children´s personal growth and their behaviour, discovering the talents and abilities of pre-school children, and potential opportunities for preventing undesirable behaviour comprise activities which can be significantly improved by resorting to e-portfolios. Accordingly, this research aimed to explore the importance and methods of use of e-portfolios in working with pre-school children, as well as to pin down the prevailing type of e-portfolio based on pre-school teachers´ experiences. The research included 138 pre-school teachers from the city of Pirot, Serbia. Research results show that pre-school teachers resort to e-portfolios in pre-school institutions mostly to monitor children´s personal growth and behaviour. Consequently, they use such e-portfolios to prevent undesirable behaviour (with a special focus on aggressive behaviour). Likewise, the results indicate that an in-depth assessment e-portfolio is predominantly used by pre-school teachers, while the least frequently used is the subject-specific e-portfolio.